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Good writing begins with good reading. This book is written on the
premise that students must embrace reading as a part of the full
process of good writing. It may be used by classroom teachers
(Grades 6-12) individually or collectively as members of a
professional learning community, by pre-service teachers in a
literacy course, or by other educators working to support literacy
in the classroom. Interdisciplinary discussions relate to all types
or genres of reading and writing. This book offers practical
lessons and ideas for teaching and motivating all learners using
Universal Design for Learning principles. Formatting provides
additional ideas for challenged students, including students with
special needs, accelerated learners, and English Language Learners,
and is aligned with Common Core State Standards for content
subjects as well as for language arts. It takes ideas that were
formerly reserved for the upper echelon of students in English
language arts and reformulates teaching approaches to reach
students across the learning spectrum and in all disciplines. All
teachers need to be involved in raising the literacy bar, and this
book provides activities and strategies for use in the classroom
that can promote success for all learners.
All educators, including administrators, content area teachers,
language arts teachers, and special educators, need to become
effective teachers of literacy. This book meets the needs of the
school district and the individual teacher by providing the
rationale and activities that increase students’ literacy skills.
Relevant reading and writing standards are aligned with Common Core
Standards and preface each chapter’s activities. A Student
Learning Objective and a statement of how and why the activity
improves reading and writing skills also precedes activities. At
the end of each activity a suggestion for assessment is offered.
All activities follow a Universal Design for Learning protocol.
Textboxes are provided giving adaptation ideas for students with
moderate to severe special needs, English language learners, or low
performing students. There is an emphasis on research-based
practices and effective implementation. School Professional
Learning Teams should consider using this book for whole group
study. Today all middle school and secondary teachers (Grades 6-12)
are responsible for promoting literacy. This is a wonderful
opportunity to explore and implement reading strategies that
enhance students’ writing across the curriculum. The book may
also be used in universities or colleges in teacher preparation
programs.
All educators, including administrators, content area teachers,
language arts teachers, and special educators, need to become
effective teachers of literacy. This book meets the needs of the
school district and the individual teacher by providing the
rationale and activities that increase students’ literacy skills.
Relevant reading and writing standards are aligned with Common Core
Standards and preface each chapter’s activities. A Student
Learning Objective and a statement of how and why the activity
improves reading and writing skills also precedes activities. At
the end of each activity a suggestion for assessment is offered.
All activities follow a Universal Design for Learning protocol.
Textboxes are provided giving adaptation ideas for students with
moderate to severe special needs, English language learners, or low
performing students. There is an emphasis on research-based
practices and effective implementation. School Professional
Learning Teams should consider using this book for whole group
study. Today all middle school and secondary teachers (Grades 6-12)
are responsible for promoting literacy. This is a wonderful
opportunity to explore and implement reading strategies that
enhance students’ writing across the curriculum. The book may
also be used in universities or colleges in teacher preparation
programs.
Good writing begins with good reading. This book is written on the
premise that students must embrace reading as a part of the full
process of good writing. It may be used by classroom teachers
(Grades 6-12) individually or collectively as members of a
professional learning community, by pre-service teachers in a
literacy course, or by other educators working to support literacy
in the classroom. Interdisciplinary discussions relate to all types
or genres of reading and writing. This book offers practical
lessons and ideas for teaching and motivating all learners using
Universal Design for Learning principles. Formatting provides
additional ideas for challenged students, including students with
special needs, accelerated learners, and English Language Learners,
and is aligned with Common Core State Standards for content
subjects as well as for language arts. It takes ideas that were
formerly reserved for the upper echelon of students in English
language arts and reformulates teaching approaches to reach
students across the learning spectrum and in all disciplines. All
teachers need to be involved in raising the literacy bar, and this
book provides activities and strategies for use in the classroom
that can promote success for all learners.
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